I wish you all the luck I have to give (none: it's impossible to "give" luck, and besides, "lucky" is just a matter of perspective anyway. Who are we to think we can predict whether the outcome of a particular event will end up being positive or negative in the grand scheme of our lives?) in your journeys down the river.
Okay, now for something sappy, but sincere. Keep thinking, keep learning, keep questioning, and keep loving whatever it is that makes life worth living for you. (I believe) it is always worth it and it always will be. Good luck!
Spelling Bee Champions: 6th period: King Andrew Barber Queen Bee: Kate M. Worker Bee: Rachel Z.
7th period: King George Evangelou Queen Bee: GiGi R. Worker Bee: Bri M.
TURNITIN.COM
Class ID#: Period 6 is 4280128; Period 7 is 4280129
Password: Neff (it's case sensitive)
Here are many of your "Senioritis Cure" suggestions, compiled for your viewing pleasure. Sincere thanks for your contributions:
Both the syllabus and parent contact forms are due by Friday.
Tuesday, September 6, 2011
(1) Welcome and the first "test": use the seating chart to find your seat
(2) Discuss Procedures: What do these mean to you? To me? PHS's Standard Operating Procedures: 1. Be on time. 2. Be respectful. 3. Be responsible for your actions.
(3)Letter from a 12 GHP Rookie Write a letter addressed to me (Mr. Neff) that details the following:
-What questions, concerns, worries, and interests do you have here on the first day of class (related to English class)? Express and respond to these.
-What do you expect this class to be like?
-What does "Gifted/High Potential" mean to you in terms of what you expect to do and learn in this class?
-What goals do you have set for this class?
-What are your strengths in English class?
-What skills do you need to or would you like to improve upon?
-What skills or knowledge might you learn in this class that can help you outside of school? In your job? After high school?
[Turn in when complete or beginning of tomorrow's class]
(4) Read "Why Literature Matters" article and discuss. (if no time, complete tomorrow in class if time)
HW: Get a journal for tomorrow. Wednesday, September 7, 2011
(1) Bell-Ringer: Write and Discuss both of the following: a) Describe the best teacher you've ever had (notice I didn't say "your favorite," because they might not be the same person).
-What did he/she do that made them a good teacher?
-How did they help you learn?
-What kinds of activities did they do in class?
-How did they make class material interesting?
-How did they motivate you?
-What kind of personality did he/she have?
-Any distinguishing class procedures or "catch-phrases" that set this teacher apart?
-Anything else you can think of? b) Define a good student. (You do not necessarily have to consider yourself one to recognize these qualities...).
-What does a good student do AND refrain from doing while in class? While outside of class?
-Do you consider yourself to be a good student? If so, which of the qualities from your definition do you fit? Which could you improve upon?
If you do not consider yourself a good student, why? What do you need to improve upon to be considered a "good student"?
[Turn in when complete]
(2) Ice-breaker (yeah I know...fun right?)
Tabletopics. 1 card per person. Get with a partner and discuss, then introduce your partner.
NOTE: Report to Library Link Lab tomorrow. DO NOT BE LATE.
Thursday, September 8, 2011 REPORT TO LIBRARY LINK LAB
(1) Distribute laptops. Overview of Wiki. Register for turnitin.com.
(2) Complete Personal Reading Assessment. Save file and submit to turnitin.com (date/time due is on turnitin assignment).
(3) Complete Interest Inventory and hand in. Friday, September 9, 2011
(1) Discuss Personal Reading Assessment.
(2) Lit Term and Grammar "Entrance" Assessment. [Hand in]. Distribute Vocab Books. Unit 1 Quiz next Friday. syllabus and parent contact forms are due Monday, September 12, 2011
(1) Discuss 12 GHP "Entrance" Assessment: Objective portion.
(2) Complete Entrance Assessment: Essay portion. Bring tomorrow.
Tuesday, Sept. 13
(1) In-class discussion on "Senioritis" (conducted on Turnitin)
Thurs., Sept. 15
(1) Discussion (traditional): YOU have been selected by your teachers to brainstorm suggestions to teachers for combating senioritis andto students for combating senioritis.
(a) Identify 3 things that teachers can do to minimize Senioritis.
(b) Identify 3 things that students can do to minimize Senioritis.
(2) Begin College Essay Unit (note: there are several useful links and files on College Essay page)
Essay samples:
Fri., Sept. 16
(1) Unit 1 Vocab Quiz
(2) College Essay:
--View 5 common app prompts and brainstorm potential topics for each.
HW: Narrow and select two potential topics for Monday (Read "Step Two" from p.2 of packet for help).
Mon. Sept. 19 College Essay this week
(1) Pair-Share Topics with partners. Share out to class.
(2) Learn and see samples of different INTRO types (see link)
(2A) Try writing at least two different types of introductions.
(3) Learn characteristics of good CONCLUSIONS (see link)
HW: Try out one of the Intro types and bring to tomorrow's class.
Tues. Sept. 20
(1) Read Intro from sample essay as a class:
(2) In Pairs: Exchange intro paragraphs and discuss strengths/suggestions for improvement.
(3) In Pairs: read the three sample student essays and evaluate each for strengths and weaknesses
(1) Thesis Statements: In one to two sentences, what is your essay about? What is your point and purpose?
(2) Begin drafting College Essay (work time) LAPTOP CART
Thurs. Sept. 22
(1) Continue drafting College Essay (work time) LAPTOP CART ROUGH DRAFT DUE Wednesday, Sept. 28
Fri. Sept. 23
(1) Work time for College Essay Mon. Sept. 26 (1) Basic Writing Errors packet (BWE's)
Tues. Sept. 27 Conducting a Close Reading of a Short Story The Central Question when conducting a Formalist literary analysis is "How does form contribute to meaning?" -handouts: marginal notes, ap literary devices, marginal notes journal sample, "Eleven"
Teacher Model: Close Reading of Sandra Cisneros' "Eleven":
(1) Hand out Marginal Notes. Read "Eleven" out loud and annotate with me: take note of any literary devices (point of view, characterization, figurative language, potential symbols, tone, etc.)
(2A) Discuss your annotations.
(2B) Discuss my annotations.
HW: Read John Updike's "A&P". Annotate and complete journal.
Wed. Sept. 28
In-class Peer Revision ROUGH DRAFT DUE
Thurs. Sept. 29
no school
Fri. Sept. 30
(1) "A&P": Discuss your annotations. Discuss my annotations.
(2) Analyzing tone and performing close reading with DIDLS.
(2A) DIDLS handout/packet. Overview of DIDLS. Practice DIDLS on passages in packet.
Monday Oct. 3
BWE Rule #1
Tuesday Oct. 4
Work time for BWE groups
Wednesday Oct. 5
(1) Discuss DIDLS passage responses if we did not finish.
(2) Read "There Will Come Soft Rains" and use DIDLS to guide analysis of tone.
HW: Finish reading "...Rains"
All BWE group work due today
Thursday Oct.
(1) Discuss "There Will Come Soft Rains"
(2) The Method: 1) What repeats? 2) What goes with what? (strands) 3) What is opposed to what? (binaries) 4) What doesn't fit?
5) --> SO WHAT? Step 1: List repetitions and the number of each (words, details). Look for images and substantive words, not conjunctions, for example. Step 2: List repetitions of the same type of detail or word, which we call strands (for example, polite, courteous, decorous). Be able to explain the strand's connecting logic with a label: manners. Step 3: List details or words that suggest binary oppositions--pairs of words that are opposites--and select from these the most important ones, while labeling the contrasts (for example, open/closed, ugly/beautiful). Binaries hint at the tensions and conflicts in the work.(for all of these questions) Step 4: Choose ONE repetition or strand or binary as most important or interesting and explain in a healthy paragraph why it's important. Step 5: Locate anomalies: exceptions to the pattern, things that seem to not fit. Once you see an anomaly, you will often find that it is part of a strand you had not detected.
(3) Read "Araby" and use The Method.
HW: Read "Araby" for next Tuesday and use The Method to write a "healthy paragraph".
Friday Oct. 7
Unit 2 Vocab Quiz Monday Oct. 10
No school
Tuesday Oct. 11
writing prompts extra credit
Wed. Oct. 12
Discuss "Araby": binaries and strands Group Discussion Questions
1) Describe the narrator. What do we learn about him from the beginning of the story?
2) The characters in "Araby" are unnamed and shadowy figures. Why would Joyce choose to leave the characters unnamed? How does point of view inform the story?
3) Highlight (or otherwise identify) descriptions of Mangan's sister--what sort of imagery is used to describe her?
4) What is "Araby"? Why is the narrator obsessed with going there? Highlight (Identify) images associated with "Araby."
5) "Araby" ends with an epiphany, like many of Joyce's stories, but there is debate over what the narrator's epiphany actually is. What is his epiphany? What are the sources of his anger and anguish?
6) Highlight (ID) references to sight/blindness and light/dark--how do these motifs inform the story?
7) ID any motifs or references to the narrator's Quest. What is his Quest (what is he desiring to do)? What is the result of his Quest? How is this ironic?
Fri. Oct. 14
Essay Test for Short Story Unit. One class period, start to finish. Remember everything we've discussed (Intro should include a thesis that responds fully but concisely to prompt, then follow with body paragraphs that analyze WHAT devices create meaning and HOW they create meaning. Claim/Evidence/Analysis.) Choose one short story that we read in class and discuss how any elements of form and/or literary devices contribute to theme in the story.
Mon. Oct. 17 College Essay due to turnitin.com
Begin Hamlet pre-reading activities and discussion.
(1) Left Side: Agree Right Side: Disagree
1. It is important to have a good relationship with your parents.
2. We owe a debt to our parents.
3. Adultery(cheating) is always wrong.
4. There is an afterlife.
5. Ghosts are real.
6. Revenge is an appropriate action.
7. Murder is always wrong.
8. Insanity is a subjective term (In other words: People deemed "insane" are not always so.)
9. It is important to think before you act.
(2) Chart/Explanation of Denmark/Norway Conflict occurring at beginning of Hamlet
(3) Begin Act 1.1 (Film)
HW: Read Act 1.1 and complete quote journal.
Tues. Oct. 18 Hamlet
Discuss Act 1.1 and quoted passages. Finish viewing 1.1. Begin 1.2.
HW: Read 1.2 for Friday and complete journal (choose TWO passages)
Wed. Oct. 19
BWE's #4 and #5
Thurs. Oct. 20
Unit 3 Vocab Quiz
Fri. Oct. 21 (early dismissal)
Discuss Hamlet 1.2 passages.
HW: Read 1.3 for Tuesday. Complete journal (TWO passages, but analyze the tone in each passage [use DIDLS for this]) Mon. Oct. 24
Benchmark testing (REPORT TO LINK LAB in LIBRARY)
Tues. Oct. 25
Discuss Hamlet 1.3 and passages (tone and DIDLS).
Here's a great site to use to help your understanding of each scene after reading Hamlet. Pay special attention to the Act/Scene Summary, Analysis, and Glossaries listed on the left-hand side of the page. Thanks to Carly G. for suggestion of this site. Cliffnotes Hamlet
Wed. Oct. 26
BWE's # 6 and 7
Discuss and return Lit Analysis Essay test (and sample/model)
Thurs. Oct. 27
(1) Hand out I.iii "script". View I.iii on film:
Identify and label several potential tones (both those present in film interpretation and other possibilities) for character interactions in I.iii (Laertes to Ophelia; Ophelia to Laertes; Polonius to Laertes; Polonius to Ophelia; Ophelia to Polonius).
Fri. Oct. 28
(1) Finish viewing I.iii if necessary
(2) Assign groups and tones. Prep I.iii performances for Monday. Mon. Oct. 31 Hamlet I.iii performances
Tues. Nov. 1 Hamlet Act II
Wed. Nov. 2
BWE's #8 and 9
Thurs. Nov. 3 Hamlet
Fri. Nov. 4
U4 Vocab Quiz
All make-up work not completed by this date will become a zero. Mon. Nov. 7
Continue Hamlet Act III III.ii
-Guildenstern: "O my lord, if my duty be too bold, my love is too unmannerly" to Hamlet: "Why, look you now...yet you cannot play upon me."
Tues. Nov. 8 Hamlet III.iii
-Guildenstern: "We will ourselves provide" to Rosencrantz: "The single and peculiar life...Did the king sigh, but with a general groan."
-Polonius: "My lord, he's going to his mother's closet" to Claudius: "Oh, my offence is rank...Can serve my turn, 'Forgive me my foul murder?'"
-Hamlet: "Now might I do it pat. Now he is a-praying" to Claudius: "My words fly up, my thoughts remain below. / Words without thoughts never to heaven go."
Wed. Nov. 9 Hamlet III. iv
-Make sure you follow along with the text for the scene with Hamlet in Gertrude's room. I won't require you to paraphrase anything, but you do need to understand what is said and what happens, so ask questions if you don't understand.
Thurs. Nov. 10 Hamlet Test #1: Acts I through III
Fri. Nov. 11
FIRST Class Spelling Bee Mon. - Wed.
Finish Hamlet HW: Read
Freewrite: Characterize yourself as a “thinker” or a “doer.” In this respect, what character in the play are you most like? What do you like about being this way? How/why would you like to be different?
Fri.Nov. 18 Hamlet Test (I through V) Essay:Choose two characters that serve as foils to Hamlet. Compare and contrast them with Hamlet, noting similarities and differences, and then analyze what their differences reveal about Hamlet. Monday Nov. 21
BWE's Test (all rules)
Note: also see the definition of epithet since several questions refer to this term.
(3)
HW: read "The Brahmin's Son": Complete study guide questions #2, 3, 5, 7, 8, and write ONE marginal notes reaction for a passage from the chapter.
Read "With the Samanas": Complete all study guide questions and write ONE marginal notes reaction for a passage from the chapter. NOTE: Keep all of your marginal notes quote/reactions together. (Compile them as one journal even though they're separate chapters)
Wed. Nov. 23
-(briefly) Discuss Four Noble Truths and Eightfold Path: potential parallels in Siddhartha's structure (4 chapters in Part One; 8 chapters in Part Two)
-Your questions?
-Study guide questions
-Partners: Discuss Marginal Notes quote/reactions. Share out.
HW: read "Gotama": questions #1, 3, 5, and ONE quote/reaction.
Read "Awakening" (this is the end of Part One): questions #1, 2, 3, 4 and ONE quote/reaction. Tues. Nov. 29
Discuss Sidd Ch. 3 ("Gotama") and Ch. 4 ("Awakening") (1)
(2) Form Groups of 4. In your groups, do the following: --Discuss the quotes your members chose for Chapter 3 and Chapter 4. As a group, decide on one quote per chapter to share with the class. Be prepared to explain your reasoning for selecting these quotes. --Discuss the answers to the assigned study guide questions and be prepared to answer and support with text evidence (refer to page #). --As a group, create a literary 3 by 3 for each of the first four chapters and be prepared to share.
HW: Read Ch. 5 "Kamala": Answer questions # 1, 3, 4, 5, 6; Choose and react to one quotation; Create a literary 3 by 3 for the chapter Read Ch. 6 "Amongst the People": Answer questions #1, 2, 4, 6, 7; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
Wed. Nov. 30
Discuss
Ch. 5 "Kamala": Answer questions # 1, 3, 4, 5, 6; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
Ch. 6 "Amongst the People": Answer questions #1, 2, 4, 6, 7; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
HW: Read "Samsara" and "By the River": create a literary 3 by 3 and choose/react to one quotation per chapter.
Thurs. Dec. 1
Discuss Ch. 7 "Samsara" and Ch. 8 "By the River"
HW: Read Ch. 9 "The Ferryman" and Ch. 10 "The Son" for Monday: create a 3 by 3 and choose/react to one quotation per chapter
Fri. Dec. 2
U5 Vocab Quiz
-Sidd: Match the Chapter to the Alternate title that best fits
The Brahmin's Son Snake Sheds Skin With the Samanas Wheel Kills Bird
Gotama River Teaches Wisdom Awakening Son Teaches Father
Kamala Learner Meets Lover Samsara Seeker Contemplates Suicide / Man Reborn as Child
By the River Ascetic Rejects Physical The Ferryman Seeker Meets Buddha
The Son Child Leaves Home Om Seeker Feels Unity
-Sidd: Identify the speaker/who is being spoken about and the meaning and relevance of the quote.
“What I have so far learned from the Samanas, I could have learned more quickly and easily in every inn in a prostitute’s quarter, amongst the carriers and dice players.”
“…I am beginning to believe that this knowledge has no worse enemy than the man of knowledge, than learning.”
“The reason why I do not know anything about myself…is due to one thing…I was afraid of myself, I was fleeing from myself.”
“One can beg, buy, be presented with and find love in the streets, but it can never be stolen.”
“Have you also learned that secret from the river; that there is no such thing as time?”
Mon. Dec. 5
Discuss Ch. 9 "The Ferryman" and Ch. 10 "The Son"
--Circle Discussion: What does Siddhartha learn from the river? Also, your quotes/reactions.
--Test review from Friday
HW: Read Ch. 11 "Om" and Ch. 12 "Govinda": create 3 by 3 and quote/reaction journal
Tues. Dec. 6
Discuss Ch. 11 and 12
Wed. Dec. 7 Siddhartha Lessons Learned: Final Discussion
--Consider that the novel was written by a man who had faced personal crises of his own and attempted to resolve them and communicate them to others through this story of Siddhartha's journey:
That being said, what lessons can we learn from Siddhartha? (Construct a list and find text evidence where possible; it's probably easiest to break it down by chapter and recall some of the lessons/epiphanies Sidd had in each).
Some examples:
• Nothing is gone forever; everything comes back.
• All people can reach their goals in life if they think, have patience, and maintain strength
of will.
• One must give before one can receive anything in return.
• Life demands compromise.
• Physical appearance can change and does not accurately reflect the person inside.
• Gentleness is stronger than severity, water is stronger than rock, and love is stronger
than force.
• Knowledge can be communicated, but wisdom cannot.
All sorrow, fear, and self-torment are in time, and thus will inevitably change like the river.
Thurs. Dec. 8
Summative discussion on turnitin.com.
For you personally, what is the most important lesson that Siddhartha learned that you can also apply to your life? Identify the lesson and cite the text from which you learned this lesson, explain how it applies to Siddhartha, and explain how it applies to you and your life. Your response should be approximately 250 to 500 words. [I will show rubric in class]
Fri. Dec. 9 Siddhartha Final Test
HW: Head to the following page and read through the Amazon entries of the books listed at the bottom of the page; these are your current choices for the project: ISearch Paper Resources
Also, read through the following document to get an idea of the type of research paper you'll be writing in relation to your chosen book:
Mon. Dec. 12 through Wed. Dec. 14
-ISearch and book info
-Begin Into the Wild --Enjoy this true story (and beautiful movie) on its own merits, but also consider any parallels between Siddhartha and Christopher McCandless' journeys.
Thurs. Dec. 15
Circle Discussion: compare/contrast parallels between McCandless' and Siddhartha's journeys.
Fri. Dec. 16 Have book selected by this date.
U6 Vocab Quiz Mon. Dec. 19
(1) Finish Into the Wild and discuss what you liked? Didn't? Connected to Siddhartha?
(2) Record book choices
Tues. Dec. 20
(1) Outline Independent Novel Project/Paper
(2) Intro to Rhetoric (if time)
--add following definitions and examples to list:
parallelism: successive words, phrases, or clauses with similar syntactical structure.
Ex. "...and that government of the people, by the people, for the people, shall not perish from the earth."
anaphora: repetition of word(s) at or near beginning of successive sentences or phrases.
Ex. "To raise a happy, healthy, and hopeful child, it takes a family; it takes teachers; it takes clergy; it takes business people; it takes community leaders; it takes those who protect our health and safety. It takes all of us."
antithesis: two contrasting ideas are juxtaposed, usually through parallel structure.
Ex. "Ask not what your country can do for you, but what you can do for your country."
Ex. "Serenity now; insanity later."
Wed. Dec. 21
(1) Finish Intro to Rhetoric if necessary:
(2) See examples of logos, ethos, pathos at bottom of page: Language and Rhetoric
(3) Read "This is Water" speech.
Thurs. Dec. 22
(1) Rhetorical analysis of "This is Water" speech
Fri. Dec. 23
Dave Barry's "Road Warrior" essay
--Read essay. Don't analyze-- just read and highlight anything you find funny.
--After reading, identify lines you found funny. Ask: why is this funny? Mon. Jan. 2 Bring your Independent Novel to class this week
Continue reading essays for Rhetorical analysis
--Read Stephen King's "Why We Crave Horror Movies" (before reading): (1) Are horror films one of your favorite genres, or do you avoid them? Why? Identify one of your favorite (or recently seen) horror films and explain your response to it. (during reading): Identify the reasons King advances for our interest in and fascination with horror films. Which do you find the most unsettling? Which the most convincing? Why? (after reading): How does King begin and end his essay? How effective are the opening and closing? What comparisons and analogies does King make in the essay? Select one such comparison and explain what King says or shows through its use.
Tues.
Indy novel journal (BRING YOUR BOOK TO CLASS or you will have to do this assignment for homework)
--Read for 30 minutes. While reading, take note of your potential quotes/excerpts that you'll use in this assignment.
--Use the last 15 minutes of class to complete the journal. Due by end of period.
Wed.
Rhetorical analysis of soldier's email (use your list of rhetorical devices to help you)
--Remember everything we've discussed previously in regards to analytical essays (Intro should include a thesis that responds fully but concisely to prompt, then follow with body paragraphs that analyze WHAT devices create meaning and HOW they create meaning. Claim/Evidence/Analysis.)
--
--Peer Review with people reading your book if possible to identify your top 2
--Take these two questions/statements and turn each into a "working thesis"
--SSR and meet with me if you need further help
HW: Working Thesis Statements and peer feedback due on Turnitin.com discussion board by Sunday night, 8PM.
Thurs.
Find 3 sources
-Use library databases (ProQuest requires no password; Opposing Viewpoints password is "parkland"; Wikpedia is not a valid source, but may be used to locate other potentially valid sources)
-Search online: sites like Time. Malcolm Gladwell's page. Find the home page for your book (if there is one) and look for links to other related sources.
HW: Working Thesis Statements and peer feedback due on Turnitin.com discussion board by Sunday night, 8PM. HW: one journal due for EACH source. Submit all three journals to turnitin.com AS ONE DOCUMENT. Due by next Friday night, 11:59PM. MIDTERM:
ALL MAKE-UPS NOT COMPLETED BY THIS THURSDAY, 2:53PM, BECOME ZEROS.
Tues. Jan. 17
3 Article Summary/Citations due to turnitin.com by Friday 11:59PM Discussion: How has the advancement of science positively affected society and individuals? Negatively? (Provide specific examples of scientific/technological developments that have had positive effects: top 3 inventions/developments that changed society for the better?; negative effects: top 3 that negatively impacted?) How do you predict it will affect us in the future, overall: positively or negatively? (Provide specific examples of what you predict will be future scientific/technological advancements and/or developments)
Agree or disagree with the following statements?
• Only simple-minded people can accept doing the mindless or menial tasks in our society. If everyone were intelligent,
there would be intense conflict because everyone would try to gain control.
• Too much leisure time leads to unrest.
• Change is “a menace to stability.”
• Science is dangerous because it causes people to question things and to think.
• Independent thought and individuality prevent people from being satisfied and fitting into
community life.
• Happiness has a price; to be happy, people must give up the pursuit of truth, their individuality,
and their choice.
• The search for truth and beauty prevents people from living a peaceful life.
--When creating an in-text citation (quote, paraphrase, or summary), do the following: 1) If author of the work is provided, then use the author's last name and the page # --> "-------" (Neff 1).
OR, if you provide the author in your lead-in phrase, you only need to include the page # ---> Neff says that "-------" (1). 2) If no author is provided, then use the article title (shortened if necessary) and page # --> "------" ("Politics and Patriots" 1). For both of these, if the source is an online source, do not include any page number.
Fri. Film
Mon
MIDTERM ROOMS ARE AS FOLLOWS: 6th period --> C149 7th period --> C150 Exam is at 7:40am.
Your outline due next Wednesday to turnitin.com.
--Make sure to include:
-Intro topic(s), including attention-grabber and thesis.
-Body topic(s), including at least one piece of evidence (quote/paraphrase) that you'll use for each topic
-Body topic(s) addressing and countering the opposing view (if writing a persuasive/argumentative essay)
-Conclusion, including potential closing/closing thought
Fri.
Read "The Web Shatters...Rewires Brains" article and "Singularity" article.
Highlight two excerpts/quotes that you find interesting, shocking, etc. from each article and bring them to class. ("Pointing" as summary after reading, then discuss). Mon. 1/30
laptops for research paper
Tues. 1/31
laptops for research paper outline due to turnitin.com by Wednesday @ 11:59PM
Wed. Brave New World books
HW: Read Brave New World ch. 1 and 2; answer questions
Brave New World ch. 1 and 2 discussion
--check HW
--"Pointing" as summary, using chosen quotes.
--Review given questions from ch. 1 and 2
--Your questions about the World State?
Fri.
U8 Vocab Quiz
For future chapters:
-A different discussion director(s) will be assigned for each chapter. It is the duty of this person to create a total of six questions about content from the assigned chapter: one for each of Bloom's question types. This discussion director will lead the discussion of the chapter with his/her questions. On your day as discussion director, bring a typed (or legibly written) list of your six questions, along with their listed types. NOTE: email or physically hand these questions and answers to me at least 24 hours before the day you'll lead discussion (in other words-- the class day prior to your discussion day).
HW: Read Brave New World chapter 3. Choose one quote/excerpt.
Discussion Director(s) for Chapter 4 (Tuesday): Rebecca B. and Alex S.; Carly G. and Grant N.
Discussion Director(s) for Chapter 5 (also Tuesday): Kristin F. and Angela K.; Cassadie B. and Brianna M. Mon.
Discuss Ch. 3:
-Pointing
-Sample of Bloom's 6 question types for Chapter 3
1) Knowledge (remembering): Who is described as "pneumatic"? (42). What is the denotative definition of "pneumatic"? What does it mean/how is it used in the World State? (Comprehension question). What is Huxley satirizing here? (Application question).
-What does "viviparous" mean?
-Who is Bernard Marx? Identify some of his characteristics.
2) Comprehension (understanding): What was the Nine Years War? (47, 48, 50)
-Define satire.
3) Application (transferring): What aspects of our world are satirized in this chapter? (find text examples). How are these same aspects represented in the World State?
4) Analysis (relating): Identify some of the World State's hypnopaedic sayings (Knowledge question) and explain how each attempts to condition the World State's citizens' behavior.
-State one theme of this chapter and support with at least two text examples.
5) Synthesis (creating): If you were Controller and had unlimited resources, how would you deal with any of the problems currently affecting North America?
6) Evaluation (judging): Is the World State's creation and distribution of Soma, a state-sponsored "perfect drug" with "All the advantages of Christianity and alcohol [with] none of their defects" (54) a good or bad decision for their society? Support your argument with specific reasons.
-Written response (?)
HW: Read ch. 4: choose one quote/excerpt.
Tues.
Discuss Ch. 4
-Pointing
Discussion Director(s) for Chapter 4 (Tuesday): Rebecca B. and Alex S.; Carly G. and Grant N.
Grading of Discussion -Discussion Directors will receive a grade for the quality of their questions and ability to motivate and propel class discussion.
-When it's not your day as Discussion Director, you will be assessed on your contributions of "comments of value". A "comment of value" is a response that attempts to answer a discussion question, advances a discussion, references the text in support of a response, and/or references something else relevant and in support of a response. To receive credit for the discussions, you must contribute at least one comment of value for every three discussions.
HW: Read Ch. 5
Discussion Director(s) for Chapter 5 (Wednesday): Kristin F. and Angela K.; Cassadie B. and Brianna M.
Wed.
Discuss Ch. 5
-Pointing
-Discussion Director(s) for Chapter 5 (Wednesday): Kristin F. and Angela K.; Cassadie B. and Brianna M.
HW: Read Ch. 6 and 7
Discussion Director(s) for Chapter 6 (Thursday): Brandon M. and Luke V.; Gigi R. and Taryn S.
Discussion Director(s) for Chapter 7 (Thursday): Jaclyn E. and Genna Z.; Lauren H. and Gabriella S.
Thurs.
Discuss Ch. 6 and 7
-Pointing
Discussion Director(s) for Chapter 6 (Thursday): Brandon M. and Luke V.; Gigi R. and Taryn S.
Discussion Director(s) for Chapter 7 (Thursday): Jaclyn E. and Genna Z.; Lauren H. and Gabriella S.
Fri.
Laptop Carts for research paper drafting
Quiz on BNW Ch. 1 through 7 on Monday
HW: research paper Here's a link to the grammar and writing resources page. Pay particular attention to the second set of links down from the top of the page; these are Purdue OWL's guides to MLA citation and should help as you're drafting this week. Have fun! Grammar and Writing Resources
Additionally, here are some sample research papers from last year's assignment; keep in mind that these are not "perfect" and you should not rely on these as examples for MLA citation.
Mon. Feb. 13 day 2 Quiz on BNW chapters 1 through 7
-mix of matching, true/false, short written response, and essay
Tues. Feb. 14 day 3
Library Center Computers for research paper
Wed Feb. 15 day 4
Library Center Computers for research paper
Thurs day 5
Unit 9 vocab quiz
Fri
no school Mon. Feb. 20
no school
Tues. Feb. 21 day 6
Read Brave New World Chapter 8. Write responses to the following and bring to next class:
1. Discuss John’s affection for and defense of Linda, despite the fact of her abuse and neglect of him and her continual drunkenness.
2. How does John blend Linda’s stories and the tribal mythology to create his own religion? Why does he feel he must have his own initiation?
3. Compare Miranda’s speech as quoted below with John’s use of her words. What kind of world does each imagine?
--John’s reference to Miranda and his quotes are from Shakespeare’s The Tempest. Miranda has been stranded on an island for 12 years with only her exiled and bitter father Prospero and his deformed slave Caliban. Duke Prospero uses magic to shipwreck his persecutors on the island and plans to punish them. When Miranda sees these new people she remarks:
O, wonder!/How many goodly creatures are there here!/How beauteous mankind is! O Brave New World,/That has such people in’t!
(V.i. 180-183)
Wed. Feb. 22 day 1 Research Paper Draft print copy due in class.
Paper Peer Editing.
Thurs Feb. 23 day 2 -Pointing
-Discuss Ch. 8 of BNW
HW: Read Ch. 9 and 10
Discussion Directors for 9: (period 6) Justin N. and Keri Y.; (period 7) Ryan R. and Liz Y.
Discussion Directors for 10: (period 6) Kendal C. and Olivia H.; (period 7) Bobby G. and Minnah S.
Fri Feb. 24
-Pointing
-Discuss Ch. 9 and 10
HW: Read Ch. 11 and Ch. 12
Discussion Directors for Ch. 11: Molly B. and Jackie H.; Erin V. and Ashley Y.
Discussion Directors for Ch. 12: Tanya M. and Cathleen F.; James A. and Richie L.
Final Research Paper due to turnitin.com by March 4th at 11:59PM AND Print copy due to me in class that Monday. Mon. Feb. 27
Discuss Ch. 11 and Ch. 12 (Discussion Directors)
HW: Ch. 13
Tues. Feb. 28
Discuss Ch. 13
--Write:
1. Contrast John's view of the woman he wants Lenina to be and who she actually is; what do you predict will be the outcome of this "relationship"?
2. Read the passage on page 187, that begins "A V.P.S. treatment indeed!" and ends with "Sighing, Lenina went on with her work."
Why is this passage important? So what?
3. Briefly explain the importance of the line at the top of page 192: "...she cried, and so intense was her exasperation that she drove her sharp nails into the skin of his wrist." --Pointing for Ch. 13 --Discuss your written responses.
HW: Read Ch. 14 and Ch. 15
Ch. 14 Discussion Directors: Emily S. and Nick R.; Kristi S. and Shrina P.
Ch. 15 Discussion Directors: Gillian G. and Andrew B.; Rabia A. and Nicole Z.
Thurs.
Discuss Ch. 16
-Quote
-What do we learn about the World State from Mustapha Mond?
1. Why don't they let the people of the World State read or see Othello? (219). Compare this reasoning with our society; are we different?
2. According to Mustapha, why is "the [world] stable now" and the "people...happy"? (220).
3. Do you agree with Mustapha's claim that "happiness is never grand" (221)? What positives could tragedy and challenges in life possibly provide?
4. John asks Mustapha why they didn't just make everybody an Alpha Double Plus? What's his response?
5. What was the "experiment" that was done in A.F. 473, and what was the result? (223). Explain the satirical effect of this particular story: how could this be considered commentary on our society?
6. “Beauty is truth, truth beauty—that is all ye know on earth, and all ye need to know.”—John Keats “Ode on a Grecian Urn”
“Universal happiness keeps the wheels steadily turning; truth and beauty can’t.”— Mustapha Mond
John Keats’ quote is a romantic view of the world; Mond’s is a realistic one. Which do you fall under? Is there a happy medium?
7. Where does Helmholtz choose to be relocated to? Why?
Final Research Paper due to turnitin.com by March 4th at 11:59PM AND Print copy due to me in class that Monday.
Fri.
LIBRARY CENTER computers for research paper Mon.
Research paper due (due to turnitin.com 11:59PM previous night; print copy due to me in class if you want written feedback).
HW: Read BNW Ch. 17 and 18
Tues.
Discuss BNW Ch. 17 and 18 (the end)
Discussion Directors: Ch. 17: 6th period; Rachel Z.; 7th period (Chris D.)
Ch. 18: 6th period (Deanna P. and Kate M.); 7th period (Dan Y. and George E. and Nikki M.)
HW: Create two questions of any two different question types, based on any content from the novel that you deem important.
Here's the link to question types and stems.
Wed. BNW review (entire novel): Answer a question/Ask a question
BNW Test: 75 questions and one short essay -15 character matching (Pope, Helmholtz, Henry Foster, John, Mustapha (Controller), Tomakin, Lenina, Linda, Bernard, Shakespeare, Huxley)
--Who is a frustrated writer of state propaganda? -20 True/False on historical context of the novel, themes, common phrases, plot events, character relationships
--True or False: The following is an accurate statement of one of the themes of Huxley's novel: "Science has both the power to free and the power to control people; unfortunately, those in positions of power more often use it to control rather than to free those not in power." -30 multiple choice on the same
--The Utopian State discourages: a. promiscuity; b. consumption; c. love of nature; d. both a and b -10 quotation matching (match the quote to the character who said it: John, Bernard, Lenina, Mustapha, The DHC, Helmholtz, Linda)
--"What you need...is something with tears for a change. Nothing costs enough here." -1 short essay/written reflection on the novel
Thurs. BNW final test
Fri.
no school for students Mon.
View "Number Twelve Looks Like You" and write/discuss:
--Analyze: What is being satirized here? How does the director do this?
--Compare/contrast with Brave New World
HW: Read "Civilization"
-What choices did you make? How did your civilization end?
-State what you believe to be the author's theme/message; is it optimistic, pessimistic, or realistic?
-What is satirized in this story? Find specific text examples for support (Choose one of these text examples and read it tomorrow when we "point").
--Begin reading "The Veldt" (Colbert reads "The Veldt")
Thurs.
Continue Colbert reads "The Veldt"
Point
Summarize the plot: what happens here?
Does the situation presented in this story remind you of any real life situations?
What do you think Bradbury is satirizing here? (This story was published in 1951).
Find text examples that foreshadow the ending.
How do the following two passages inform the thematic subject of "Illusion vs. Reality"? (remember your DIDLS!)
"Walls, Lydia, remember; crystal walls, that's all they are. Oh, they look real, I must admit...but it's all dimensional, superreactionary, supersensitive color film...behind glass screens. It's all odorophonics and sonics, Lydia" (2).
"George Hadley stood on the African grassland alone. The lions looked up from their feeding, watching him. The only flaw to the illusion was the open door through which he could see his wife, far down the dark hall, like a framed picture, eating her dinner abstractedly" (4).
Theme Journal assignment (see model below for evidence/analysis model and see file above from "Civilization" story for theme statement model)
HW:
Complete a theme journal (left side quoted evidence / right side analysis of evidence in connection with theme) on any three of the following subjects: Abandonment; Alienation; Consumerism; Dystopia; Illusion vs. Reality; Man vs. Machine. You should have three total quote/analysis (one for each of the subjects.) Finally, choose one of your subjects and write a theme statement for it. Include a list of at least three pieces of evidence/examples from the story that support your theme statement.
HW (bonus):
Find a news article dated anywhere from the year 2000 to present day that covers a story that suggests we are living in a "dystopia" (or headed towards one). Bring in a copy of the article, along with a brief write-up summarizing the article's content and analyzing how it's representative of a dystopia.
Fri. return Brave New World and pick up Kite Runner
Discuss "The Veldt" and theme journals (collect).
-read article: Homeless or Wireless? Empowering or dehumanizing? Mon.-Thurs.
Ms. Smith begins Kite Runner
NOTE: All quizzes, tests, and essays not made up (or scheduled to be made up) by Wednesday, April 4 (end of the marking period) will be zeroes, so check your grades. Wed. 4/25/12
Questions for "Myth of Sisyphus"
(1) What does the word "sisyphean" mean?
(2) What was Sisyphus' punishment?
(3) Why did the gods punish Sisyphus?
(4) Why does Camus call Sisyphus "the absurd hero"?
(5) At what point does Sisyphus most interest Camus? Why?
(6) How is the workman of today like Sisyphus? When (and why) is his fate tragic?
(7) What does Camus say Sisyphus teaches us? Explain.
(8) Camus says that "One must imagine Sisyphus..." what? Why?
Friday4/27
Brief Vonnegut bio
American infantry soldier in WWII turned author
captured by the Germans and brought to Dresden-- considered one of the most beautiful cities in Europe
On February 13, 1945, while Vonnegut and fellow POW's were holed up in an underground slaughterhouse (ahh, you see?), the city of Dresden was firebombed (napalm) by Allied bombers.
plenty of controversy surrounding the death toll (numbers range from 25,000 to 135,000), but the real controversy surrounds the fact that nearly all of the people killed were civilians, not soldiers
Even so, it's hard to imagine a number that large. When we hear numbers dead, it's just that: a number.
But seeing it gives you a little bit better of an idea. If you look at Dresden before the bombing, the city after the bombing, and (Warning: the following two pictures are extremely disturbing) the casualties of the bombing, you get a better idea.
Vonnegut felt that he had witnessed "the largest single massacre in military history," worse even than the Hiroshima and Nagasaki bombings (in number at least). It took him over twenty years to write about the experience (which became Slaughterhouse Five), one: because the experience was so painful for him (almost certainly including Survivor's Guilt/PTSD), and two: because the Dresden firebombing was classified for years.
HW: Finish reading Chapter 1 of Slaughterhouse Five: complete Assignment #2 for Chapter 1.
Assignment #2: ReadingJournal Submission
For each night we read, take note of at least one excerpt/passage that you find interesting, revealing, confusing, shocking, funny, etc.
first type the passage you've selected (if it's long, post the beginning and end with ellipses in between) in MLA format
then explain in at least one healthy paragraph what and why you find interesting, revealing, confusing, shocking, funny, etc. about the passage
Submit this journal to turnitin.com in word document format by 11:59 PM the night before we discuss the chapter in class.
Mon. 4/30
Discuss Chapter 1 and Reading Journals
Begin: To help the rest of the class, review what you remember about Vonnegut, Absurdism, and SH5 from our discussions on Thursday and Friday.
See Assignment #1; assign subjects/motifs
Assignment #1: Subject/Motif DiscussionPost
On turnitin.com's discussion board, select the appropriate subject/motif's discussion thread, and post in the following format:
first type the passage you've selected (if it's long, post the beginning and end with ellipses in between) in MLA format
then explain in at least one healthy paragraph how the passage connects with your subject/motif. What does it say about it? How does it connect? What does it reveal about the subject? How does it connect with any previous evidence related to this subject or motif?
HW: Read Chapter 2 and Complete Assignment #1 for Wednesday.
Tues. 5/1
Discuss Ch. 1
Partner up and...
Discuss: "anti-glacier" (3);
Mary O'Hare (14);
the original "Children's Crusade" (16);
why does Vonnegut include the account of the destruction of Dresden in 1760? (17) [hint: it's probably related to the "My name is Yon Yonson..." motif];
what does Vonnegut tell Sam, who gave him his three-book contract, is the reason that this book is "so short and jumbled and jangled"? (19);
Why does Vonnegut include the Biblical allusion to the destruction of Sodom and Gomorrah? (21);
Why does Vonnegut love Lot's wife? (22). How is he similar?;
How does Vonnegut tell us the book will begin and end? Why does he do this? (22);
your journal quotes and responses (Olivia and Jaclyn E.'s) [6]; (Minnah, Lauren, Chris/Ryan's) [7]
Wed. 5/2
Discuss Ch. 2
-Explain the Tralfamadorian concepts of time and death. How do they compare to the Earthling understanding of these ideas? Do you agree or disagree with this "so it goes" attitude towards death? Why might Billy think that explaining the Tralf understanding of these two things might help his fellow Earthlings? (26-27).
-Discuss your subject/motif evidence findings.
-Discuss:
find examples of irony in this chapter that either deal with death or escaping death [ex. Weary's anti-tank gunner incident (34-35)]
set-up for potential Christ figure? (30-31; 38)
compare the description of Billy (32-33) with that of Roland Weary (39-40); pay particular attention to diction. What's Vonnegut doing here, from an authorial standpoint?
What's the deal with the picture of the woman and the pony (40-41)? Why would Vonnegut include this?
HW: Read Ch. 3; complete assignments #1 and #2 for Chapter 3 for next Tuesday
Thurs. 5/3
Laptops in B115 for Lessons Learned Project You may work on either or both of the following items:
(submit the following assignment to turnitin.com): You must submit a project proposal to me. This is short, but must at least explain what medium you will be using for your project (is it an imovie? a powerpoint? a painting? a song? etc.). Also include any of the lessons that you will be including in your project. (proposal is due to turnitin.com by 11:59PM tonight)
work on the project: begin setting up slides, begin selecting and arranging pictures, begin drawing, etc.
PROJECT IS DUE BY FRIDAY, MAY 25th
Fri. 5/4
(substitute) Unit 12 vocab quiz Mon. May 7
Laptops in B115 for Lessons Learned Project
Tues.
Discuss Ch. 3
Circle Discussion: your journals; your subject/motif findings; my questions
Read the description of Princess the German shepherd (52). Why does Vonnegut choose to tell us this information?
Find text examples of Vonnegut humanizing the German soldiers. Why does he do this?
What's up with the Adam and Eve references? (page 53 will get you started).
Symbolism of the mechanical owl (56)?
PTSD symptoms anywhere in this chapter? (hint: Yes.)
(60) What do you make of the prayer, and the passage that follows it? ("Among the things Billy Pilgrim could not change were the past, the present, and the future).
What do you make of Vonnegut comparing (and alluding to) Billy to Croesus: "He was rich as Croesus" (61)?
HW: Read Ch. 4; complete discussion post and journal.
Wed.
Discuss Ch. 4
Circle Discussion: your journals; your subject/motif findings; my questions
Analyze the meaning of the backwards movie Billy watches while he waits for the flying saucer's arrival. (Consider DIDLS to help you, among other literary analysis tools: diction, imagery, details, language, syntax).
Examine any of the repetitive imagery or phrases in the book so far (your discussion posts, and any others). What is the symbolic and/or structural role of each?
HW: Read Ch. 5 for Friday; complete discussion post and journal.
Thurs. May 10
Laptops in B115 for Lessons Learned Project
Fri.
Discuss Ch. 5
Circle Discussion: your journals; your subject/motif findings; my questions
Monday
Work on Project or Read chapters 6 and 7
HW: Read chapters 6 and 7. Complete Discussion post (no journal due though).
--Instead of journal, come up with at least one question or comment on something from the text (make sure you know the page number so you can reference it when you ask your question or make your comment in class discussion tomorrow).
Tuesday
Discuss chapters 6 and 7: your questions and comments.
HW: read chapter 8 (discussion post and question/comment)
HW: read chapters 9 and 10 (discussion post and question/comment)
Thursday
Discuss chapters 9 and 10 "Literature is the question minus the answer." -Roland Barthes
(just because it's still my favorite quote about literature).
Billy and the horses (196-197): what's going on here? Why does Billy cry? Why is that important? Does this connect to anything else in the book?
"mustard gas and roses" (214) finally takes on meaning, much like "nestled like spoons" did when the Billy/Derby syrup spooning scene occurred; what is the importance of this line revealed to be?
(211) Vonnegut comes back in for Chapter 10. Is Vonnegut a "Tralfamadorian" in his philosophy or are we meant to look at their views skeptically?
This week: what will the "Brave New World" look like? What current developments in technology (most that you are likely unaware of) will change the way we live in the next decade? How do you know what you know? What does the world look like to someone who experiences senses differently than you do: for example, someone who feels sounds, or sees numbers as colors and shapes? If you comprehend the world around you through your senses (you do) and your senses--and brain--can deceive you (they can), then how do you know that you can trust what you think you're experiencing? How do you know that the experiences and people around you are not figments of your own imagination? How do you even know that you exist?
Another Earth "Within our lifetimes, we've marveled as biologists have managed to look at ever smaller and smaller things. And astronomers have looked further and further into the dark night sky, back in time and out in space. But maybe the most mysterious of all is neither the small nor the large: it's us, up close. Could we even recognize ourselves, and if we did, would we know ourselves? What would we say to ourselves? What would we learn from ourselves? What would we really like to see if we could stand outside ourselves and look at us?"
"In the grand history of the cosmos, more than thirteen thousand million years old, our Earth is replicated elsewhere. But maybe there is another way of seeing this world. If any small variation arises-they look this way, you look that way-suddenly maybe everything changes and now you begin to wonder, what else is different? Well, one might say that you have an exact mirror image that is suddenly shattered and there's a new reality. And therein lies the opportunity and the mystery. What else? What new? What now?"
Fri. June 1st last day to notify for exemptions
presentations / film Monday June 4th
Language exams for seniors
presentations / film
Tuesday June 5th
English and History exams for seniors
Where is the Final Exam?
B119.
What's on the Final Exam?
50 scantron questions in a variety of formats (multiple choice, matching, quote matching) on: Brave New World Slaughterhouse-Five The Kite Runner
literary and rhetorical devices
read a short nonfiction text and answer the questions that follow
Write two well-supported essays (choose from the following four topics): -the connections of Brave New World and Huxley's thematic message/warning to our current world -argue for or against SH5's attitude towards coping with war and death -analyze and connect three quotes from Kite Runner to the novel's themes -connect examples from a provided nonfiction article on some of the real world inspiration for SH5 to the related characters and events from the novel
more Quotes
ATTENTION GIFTED, HIGH POTENTIAL PEOPLE:
I wish you all the luck I have to give (none: it's impossible to "give" luck, and besides, "lucky" is just a matter of perspective anyway. Who are we to think we can predict whether the outcome of a particular event will end up being positive or negative in the grand scheme of our lives?) in your journeys down the river.
Okay, now for something sappy, but sincere. Keep thinking, keep learning, keep questioning, and keep loving whatever it is that makes life worth living for you. (I believe) it is always worth it and it always will be. Good luck!
Spelling Bee Champions:
6th period: King Andrew Barber
Queen Bee: Kate M. Worker Bee: Rachel Z.
7th period: King George Evangelou
Queen Bee: GiGi R. Worker Bee: Bri M.
TURNITIN.COM
Class ID#: Period 6 is 4280128; Period 7 is 4280129
Password: Neff (it's case sensitive)
Here are many of your "Senioritis Cure" suggestions, compiled for your viewing pleasure. Sincere thanks for your contributions:
Syllabus:
Parent Contact Form:
Both the syllabus and parent contact forms are due by Friday.
Tuesday, September 6, 2011
(1) Welcome and the first "test": use the seating chart to find your seat
(2) Discuss Procedures: What do these mean to you? To me?
PHS's Standard Operating Procedures:
1. Be on time.
2. Be respectful.
3. Be responsible for your actions.
(3) Letter from a 12 GHP Rookie
Write a letter addressed to me (Mr. Neff) that details the following:
-What questions, concerns, worries, and interests do you have here on the first day of class (related to English class)? Express and respond to these.
-What do you expect this class to be like?
-What does "Gifted/High Potential" mean to you in terms of what you expect to do and learn in this class?
-What goals do you have set for this class?
-What are your strengths in English class?
-What skills do you need to or would you like to improve upon?
-What skills or knowledge might you learn in this class that can help you outside of school? In your job? After high school?
[Turn in when complete or beginning of tomorrow's class]
(4) Read "Why Literature Matters" article and discuss. (if no time, complete tomorrow in class if time)
HW: Get a journal for tomorrow.
Wednesday, September 7, 2011
(1) Bell-Ringer: Write and Discuss both of the following:
a) Describe the best teacher you've ever had (notice I didn't say "your favorite," because they might not be the same person).
-What did he/she do that made them a good teacher?
-How did they help you learn?
-What kinds of activities did they do in class?
-How did they make class material interesting?
-How did they motivate you?
-What kind of personality did he/she have?
-Any distinguishing class procedures or "catch-phrases" that set this teacher apart?
-Anything else you can think of?
b) Define a good student. (You do not necessarily have to consider yourself one to recognize these qualities...).
-What does a good student do AND refrain from doing while in class? While outside of class?
-Do you consider yourself to be a good student? If so, which of the qualities from your definition do you fit? Which could you improve upon?
If you do not consider yourself a good student, why? What do you need to improve upon to be considered a "good student"?
[Turn in when complete]
(2) Ice-breaker (yeah I know...fun right?)
Tabletopics. 1 card per person. Get with a partner and discuss, then introduce your partner.
NOTE: Report to Library Link Lab tomorrow. DO NOT BE LATE.
Thursday, September 8, 2011
REPORT TO LIBRARY LINK LAB
(1) Distribute laptops. Overview of Wiki. Register for turnitin.com.
(2) Complete Personal Reading Assessment. Save file and submit to turnitin.com (date/time due is on turnitin assignment).
(3) Complete Interest Inventory and hand in.
Friday, September 9, 2011
(1) Discuss Personal Reading Assessment.
(2) Lit Term and Grammar "Entrance" Assessment. [Hand in].
Distribute Vocab Books. Unit 1 Quiz next Friday.
syllabus and parent contact forms are due
Monday, September 12, 2011
(1) Discuss 12 GHP "Entrance" Assessment: Objective portion.
(2) Complete Entrance Assessment: Essay portion. Bring tomorrow.
Tuesday, Sept. 13
(1) In-class discussion on "Senioritis" (conducted on Turnitin)
(2) Begin reading "Senioritis" Articles and prep discussion.
Wikipedia's definition of "Senioritis"
Wed., Sept. 14
(1) Complete Senioritis Discussion on turnitin
(2) Discuss Entrance Assessment: Essay portion
Thurs., Sept. 15
(1) Discussion (traditional): YOU have been selected by your teachers to brainstorm suggestions to teachers for combating senioritis and to students for combating senioritis.
(a) Identify 3 things that teachers can do to minimize Senioritis.
(b) Identify 3 things that students can do to minimize Senioritis.
(2) Begin College Essay Unit (note: there are several useful links and files on College Essay page)
Essay samples:
*Go over vocab answers if requested
Fri., Sept. 16
(1) Unit 1 Vocab Quiz
(2) College Essay:
--View 5 common app prompts and brainstorm potential topics for each.
HW: Narrow and select two potential topics for Monday (Read "Step Two" from p.2 of packet for help).
Mon. Sept. 19
College Essay this week
(1) Pair-Share Topics with partners. Share out to class.
(2) Learn and see samples of different INTRO types (see link)
(2A) Try writing at least two different types of introductions.
(3) Learn characteristics of good CONCLUSIONS (see link)
HW: Try out one of the Intro types and bring to tomorrow's class.
Tues. Sept. 20
(1) Read Intro from sample essay as a class:
(2) In Pairs: Exchange intro paragraphs and discuss strengths/suggestions for improvement.
(3) In Pairs: read the three sample student essays and evaluate each for strengths and weaknesses
Wed. Sept. 21
(1) Thesis Statements: In one to two sentences, what is your essay about? What is your point and purpose?
(2) Begin drafting College Essay (work time)
LAPTOP CART
Thurs. Sept. 22
(1) Continue drafting College Essay (work time)
LAPTOP CART
ROUGH DRAFT DUE Wednesday, Sept. 28
Fri. Sept. 23
(1) Work time for College Essay
Mon. Sept. 26
(1) Basic Writing Errors packet (BWE's)
Tues. Sept. 27
Conducting a Close Reading of a Short Story
The Central Question when conducting a Formalist literary analysis is "How does form contribute to meaning?"
-handouts: marginal notes, ap literary devices, marginal notes journal sample, "Eleven"
Teacher Model: Close Reading of Sandra Cisneros' "Eleven":
(1) Hand out Marginal Notes. Read "Eleven" out loud and annotate with me: take note of any literary devices (point of view, characterization, figurative language, potential symbols, tone, etc.)
(2A) Discuss your annotations.
(2B) Discuss my annotations.
HW: Read John Updike's "A&P". Annotate and complete journal.
Wed. Sept. 28
In-class Peer Revision
ROUGH DRAFT DUE
Thurs. Sept. 29
no school
Fri. Sept. 30
(1) "A&P": Discuss your annotations. Discuss my annotations.
(2) Analyzing tone and performing close reading with DIDLS.
(2A) DIDLS handout/packet. Overview of DIDLS. Practice DIDLS on passages in packet.
Monday Oct. 3
BWE Rule #1
Tuesday Oct. 4
Work time for BWE groups
Wednesday Oct. 5
(1) Discuss DIDLS passage responses if we did not finish.
(2) Read "There Will Come Soft Rains" and use DIDLS to guide analysis of tone.
HW: Finish reading "...Rains"
All BWE group work due today
Thursday Oct.
(1) Discuss "There Will Come Soft Rains"
(2) The Method: 1) What repeats? 2) What goes with what? (strands) 3) What is opposed to what? (binaries) 4) What doesn't fit?
5) --> SO WHAT?
Step 1: List repetitions and the number of each (words, details). Look for images and substantive words, not conjunctions, for example.
Step 2: List repetitions of the same type of detail or word, which we call strands (for example, polite, courteous, decorous). Be able to explain the strand's connecting logic with a label: manners.
Step 3: List details or words that suggest binary oppositions--pairs of words that are opposites--and select from these the most important ones, while labeling the contrasts (for example, open/closed, ugly/beautiful). Binaries hint at the tensions and conflicts in the work.(for all of these questions)
Step 4: Choose ONE repetition or strand or binary as most important or interesting and explain in a healthy paragraph why it's important.
Step 5: Locate anomalies: exceptions to the pattern, things that seem to not fit. Once you see an anomaly, you will often find that it is part of a strand you had not detected.
(3) Read "Araby" and use The Method.
HW: Read "Araby" for next Tuesday and use The Method to write a "healthy paragraph".
Friday Oct. 7
Unit 2 Vocab Quiz
Monday Oct. 10
No school
Tuesday Oct. 11
writing prompts extra credit
Wed. Oct. 12
Discuss "Araby": binaries and strands
Group Discussion Questions
1) Describe the narrator. What do we learn about him from the beginning of the story?
2) The characters in "Araby" are unnamed and shadowy figures. Why would Joyce choose to leave the characters unnamed? How does point of view inform the story?
3) Highlight (or otherwise identify) descriptions of Mangan's sister--what sort of imagery is used to describe her?
4) What is "Araby"? Why is the narrator obsessed with going there? Highlight (Identify) images associated with "Araby."
5) "Araby" ends with an epiphany, like many of Joyce's stories, but there is debate over what the narrator's epiphany actually is. What is his epiphany? What are the sources of his anger and anguish?
6) Highlight (ID) references to sight/blindness and light/dark--how do these motifs inform the story?
7) ID any motifs or references to the narrator's Quest. What is his Quest (what is he desiring to do)? What is the result of his Quest? How is this ironic?
Also, see sample lit analysis for test:
Thurs. Oct. 13
BWE Rules #2 and #3
Fri. Oct. 14
Essay Test for Short Story Unit. One class period, start to finish. Remember everything we've discussed (Intro should include a thesis that responds fully but concisely to prompt, then follow with body paragraphs that analyze WHAT devices create meaning and HOW they create meaning. Claim/Evidence/Analysis.)
Choose one short story that we read in class and discuss how any elements of form and/or literary devices contribute to theme in the story.
Mon. Oct. 17
College Essay due to turnitin.com
Begin Hamlet pre-reading activities and discussion.
(1) Left Side: Agree Right Side: Disagree
1. It is important to have a good relationship with your parents.
2. We owe a debt to our parents.
3. Adultery(cheating) is always wrong.
4. There is an afterlife.
5. Ghosts are real.
6. Revenge is an appropriate action.
7. Murder is always wrong.
8. Insanity is a subjective term (In other words: People deemed "insane" are not always so.)
9. It is important to think before you act.
(2) Chart/Explanation of Denmark/Norway Conflict occurring at beginning of Hamlet
(3) Begin Act 1.1 (Film)
HW: Read Act 1.1 and complete quote journal.
Tues. Oct. 18
Hamlet
Discuss Act 1.1 and quoted passages. Finish viewing 1.1. Begin 1.2.
HW: Read 1.2 for Friday and complete journal (choose TWO passages)
Wed. Oct. 19
BWE's #4 and #5
Thurs. Oct. 20
Unit 3 Vocab Quiz
Fri. Oct. 21 (early dismissal)
Discuss Hamlet 1.2 passages.
HW: Read 1.3 for Tuesday. Complete journal (TWO passages, but analyze the tone in each passage [use DIDLS for this])
Mon. Oct. 24
Benchmark testing (REPORT TO LINK LAB in LIBRARY)
Tues. Oct. 25
Discuss Hamlet 1.3 and passages (tone and DIDLS).
Here's a great site to use to help your understanding of each scene after reading Hamlet. Pay special attention to the Act/Scene Summary, Analysis, and Glossaries listed on the left-hand side of the page. Thanks to Carly G. for suggestion of this site.
Cliffnotes Hamlet
Wed. Oct. 26
BWE's # 6 and 7
Discuss and return Lit Analysis Essay test (and sample/model)
Thurs. Oct. 27
(1) Hand out I.iii "script". View I.iii on film:
Identify and label several potential tones (both those present in film interpretation and other possibilities) for character interactions in I.iii (Laertes to Ophelia; Ophelia to Laertes; Polonius to Laertes; Polonius to Ophelia; Ophelia to Polonius).
Fri. Oct. 28
(1) Finish viewing I.iii if necessary
(2) Assign groups and tones. Prep I.iii performances for Monday.
Mon. Oct. 31
Hamlet I.iii performances
Tues. Nov. 1
Hamlet Act II
Wed. Nov. 2
BWE's #8 and 9
Thurs. Nov. 3
Hamlet
Fri. Nov. 4
U4 Vocab Quiz
All make-up work not completed by this date will become a zero.
Mon. Nov. 7
Continue Hamlet Act III
III.ii
-Guildenstern: "O my lord, if my duty be too bold, my love is too unmannerly" to Hamlet: "Why, look you now...yet you cannot play upon me."
Tues. Nov. 8
Hamlet
III.iii
-Guildenstern: "We will ourselves provide" to Rosencrantz: "The single and peculiar life...Did the king sigh, but with a general groan."
-Polonius: "My lord, he's going to his mother's closet" to Claudius: "Oh, my offence is rank...Can serve my turn, 'Forgive me my foul murder?'"
-Hamlet: "Now might I do it pat. Now he is a-praying" to Claudius: "My words fly up, my thoughts remain below. / Words without thoughts never to heaven go."
Wed. Nov. 9
Hamlet
III. iv
-Make sure you follow along with the text for the scene with Hamlet in Gertrude's room. I won't require you to paraphrase anything, but you do need to understand what is said and what happens, so ask questions if you don't understand.
Thurs. Nov. 10
Hamlet Test #1: Acts I through III
Fri. Nov. 11
FIRST Class Spelling Bee
Mon. - Wed.
Finish Hamlet
HW: Read
Thurs.
Fri. Nov. 18
Hamlet Test (I through V)
Essay: Choose two characters that serve as foils to Hamlet. Compare and contrast them with Hamlet, noting similarities and differences, and then analyze what their differences reveal about Hamlet.
Monday Nov. 21
BWE's Test (all rules)
collect Hamlet books
Tuesday Nov. 22
(1) Intro Freewrite
(2) Background to Siddhartha:
Note: also see the definition of epithet since several questions refer to this term.
(3)
HW: read "The Brahmin's Son": Complete study guide questions #2, 3, 5, 7, 8, and write ONE marginal notes reaction for a passage from the chapter.
Read "With the Samanas": Complete all study guide questions and write ONE marginal notes reaction for a passage from the chapter.
NOTE: Keep all of your marginal notes quote/reactions together. (Compile them as one journal even though they're separate chapters)
Wed. Nov. 23
-(briefly) Discuss Four Noble Truths and Eightfold Path: potential parallels in Siddhartha's structure (4 chapters in Part One; 8 chapters in Part Two)
-Your questions?
-Study guide questions
-Partners: Discuss Marginal Notes quote/reactions. Share out.
HW: read "Gotama": questions #1, 3, 5, and ONE quote/reaction.
Read "Awakening" (this is the end of Part One): questions #1, 2, 3, 4 and ONE quote/reaction.
Tues. Nov. 29
Discuss Sidd Ch. 3 ("Gotama") and Ch. 4 ("Awakening")
(1)
(2) Form Groups of 4. In your groups, do the following:
--Discuss the quotes your members chose for Chapter 3 and Chapter 4. As a group, decide on one quote per chapter to share with the class. Be prepared to explain your reasoning for selecting these quotes.
--Discuss the answers to the assigned study guide questions and be prepared to answer and support with text evidence (refer to page #).
--As a group, create a literary 3 by 3 for each of the first four chapters and be prepared to share.
HW: Read Ch. 5 "Kamala": Answer questions # 1, 3, 4, 5, 6; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
Read Ch. 6 "Amongst the People": Answer questions #1, 2, 4, 6, 7; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
Wed. Nov. 30
Discuss
Ch. 5 "Kamala": Answer questions # 1, 3, 4, 5, 6; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
Ch. 6 "Amongst the People": Answer questions #1, 2, 4, 6, 7; Choose and react to one quotation; Create a literary 3 by 3 for the chapter
HW: Read "Samsara" and "By the River": create a literary 3 by 3 and choose/react to one quotation per chapter.
Thurs. Dec. 1
Discuss Ch. 7 "Samsara" and Ch. 8 "By the River"
HW: Read Ch. 9 "The Ferryman" and Ch. 10 "The Son" for Monday: create a 3 by 3 and choose/react to one quotation per chapter
Fri. Dec. 2
U5 Vocab Quiz
-Sidd: Match the Chapter to the Alternate title that best fits
The Brahmin's Son Snake Sheds Skin
With the Samanas Wheel Kills Bird
Gotama River Teaches Wisdom
Awakening Son Teaches Father
Kamala Learner Meets Lover
Samsara Seeker Contemplates Suicide / Man Reborn as Child
By the River Ascetic Rejects Physical
The Ferryman Seeker Meets Buddha
The Son Child Leaves Home
Om Seeker Feels Unity
-Sidd: Identify the speaker/who is being spoken about and the meaning and relevance of the quote.
“What I have so far learned from the Samanas, I could have learned more quickly and easily in every inn in a prostitute’s quarter, amongst the carriers and dice players.”
“…I am beginning to believe that this knowledge has no worse enemy than the man of knowledge, than learning.”
“The reason why I do not know anything about myself…is due to one thing…I was afraid of myself, I was fleeing from myself.”
“One can beg, buy, be presented with and find love in the streets, but it can never be stolen.”
“Have you also learned that secret from the river; that there is no such thing as time?”
Mon. Dec. 5
Discuss Ch. 9 "The Ferryman" and Ch. 10 "The Son"
--Circle Discussion: What does Siddhartha learn from the river? Also, your quotes/reactions.
--Test review from Friday
HW: Read Ch. 11 "Om" and Ch. 12 "Govinda": create 3 by 3 and quote/reaction journal
Tues. Dec. 6
Discuss Ch. 11 and 12
Wed. Dec. 7
Siddhartha Lessons Learned: Final Discussion
--Consider that the novel was written by a man who had faced personal crises of his own and attempted to resolve them and communicate them to others through this story of Siddhartha's journey:
That being said, what lessons can we learn from Siddhartha? (Construct a list and find text evidence where possible; it's probably easiest to break it down by chapter and recall some of the lessons/epiphanies Sidd had in each).
Some examples:
• Nothing is gone forever; everything comes back.
• All people can reach their goals in life if they think, have patience, and maintain strength
of will.
• One must give before one can receive anything in return.
• Life demands compromise.
• Physical appearance can change and does not accurately reflect the person inside.
• Gentleness is stronger than severity, water is stronger than rock, and love is stronger
than force.
• Knowledge can be communicated, but wisdom cannot.
All sorrow, fear, and self-torment are in time, and thus will inevitably change like the river.
Thurs. Dec. 8
Summative discussion on turnitin.com.
For you personally, what is the most important lesson that Siddhartha learned that you can also apply to your life?
Identify the lesson and cite the text from which you learned this lesson, explain how it applies to Siddhartha, and explain how it applies to you and your life. Your response should be approximately 250 to 500 words.
[I will show rubric in class]
Fri. Dec. 9
Siddhartha Final Test
HW: Head to the following page and read through the Amazon entries of the books listed at the bottom of the page; these are your current choices for the project: ISearch Paper Resources
Also, read through the following document to get an idea of the type of research paper you'll be writing in relation to your chosen book:
Mon. Dec. 12 through Wed. Dec. 14
-ISearch and book info
-Begin Into the Wild
--Enjoy this true story (and beautiful movie) on its own merits, but also consider any parallels between Siddhartha and Christopher McCandless' journeys.
Thurs. Dec. 15
Circle Discussion: compare/contrast parallels between McCandless' and Siddhartha's journeys.
Fri. Dec. 16
Have book selected by this date.
U6 Vocab Quiz
Mon. Dec. 19
(1) Finish Into the Wild and discuss what you liked? Didn't? Connected to Siddhartha?
(2) Record book choices
Tues. Dec. 20
(1) Outline Independent Novel Project/Paper
(2) Intro to Rhetoric (if time)
--add following definitions and examples to list:
parallelism: successive words, phrases, or clauses with similar syntactical structure.
Ex. "...and that government of the people, by the people, for the people, shall not perish from the earth."
anaphora: repetition of word(s) at or near beginning of successive sentences or phrases.
Ex. "To raise a happy, healthy, and hopeful child, it takes a family; it takes teachers; it takes clergy; it takes business people; it takes community leaders; it takes those who protect our health and safety. It takes all of us."
antithesis: two contrasting ideas are juxtaposed, usually through parallel structure.
Ex. "Ask not what your country can do for you, but what you can do for your country."
Ex. "Serenity now; insanity later."
Wed. Dec. 21
(1) Finish Intro to Rhetoric if necessary:
(2) See examples of logos, ethos, pathos at bottom of page: Language and Rhetoric
(3) Read "This is Water" speech.
Thurs. Dec. 22
(1) Rhetorical analysis of "This is Water" speech
Fri. Dec. 23
Dave Barry's "Road Warrior" essay
--Read essay. Don't analyze-- just read and highlight anything you find funny.
--After reading, identify lines you found funny. Ask: why is this funny?
Mon. Jan. 2
Bring your Independent Novel to class this week
Continue reading essays for Rhetorical analysis
--Read Stephen King's "Why We Crave Horror Movies"
(before reading): (1) Are horror films one of your favorite genres, or do you avoid them? Why? Identify one of your favorite (or recently seen) horror films and explain your response to it.
(during reading): Identify the reasons King advances for our interest in and fascination with horror films. Which do you find the most unsettling? Which the most convincing? Why?
(after reading): How does King begin and end his essay? How effective are the opening and closing? What comparisons and analogies does King make in the essay? Select one such comparison and explain what King says or shows through its use.
Tues.
Indy novel journal (BRING YOUR BOOK TO CLASS or you will have to do this assignment for homework)
--Read for 30 minutes. While reading, take note of your potential quotes/excerpts that you'll use in this assignment.
--Use the last 15 minutes of class to complete the journal. Due by end of period.
Wed.
Rhetorical analysis of soldier's email (use your list of rhetorical devices to help you)
Thurs.
--Remember everything we've discussed previously in regards to analytical essays (Intro should include a thesis that responds fully but concisely to prompt, then follow with body paragraphs that analyze WHAT devices create meaning and HOW they create meaning. Claim/Evidence/Analysis.)
--
Indy novel journal
--Also, begin creating guiding questions/focus statements. (5 due next Thursday).
Fri.
Unit 7 Vocab Quiz
--Indy novel after quiz
HW: Rhetorical analysis due to turnitin.com by Saturday at midnight
Mon. Jan. 9
-excerpts from Rhetorical Analysis essay responses
from period 6
from period 7
-Novel SSR
HW: 5 Guiding Questions/Focus Statements due to turnitin.com Tuesday 11:59PM AND in class Wednesday.
Tues
Quiz on Rhetoric Terms (see your list)
-Novel SSR
Wed.
--5 guiding questions/focus statements due, then...
-- see
--Peer Review with people reading your book if possible to identify your top 2
--Take these two questions/statements and turn each into a "working thesis"
--SSR and meet with me if you need further help
HW: Working Thesis Statements and peer feedback due on Turnitin.com discussion board by Sunday night, 8PM.
Thurs.
Find 3 sources
-Use library databases (ProQuest requires no password; Opposing Viewpoints password is "parkland"; Wikpedia is not a valid source, but may be used to locate other potentially valid sources)
-Search online: sites like Time. Malcolm Gladwell's page. Find the home page for your book (if there is one) and look for links to other related sources.
Fri.
Find 3 sources; summarize and cite
HW: Working Thesis Statements and peer feedback due on Turnitin.com discussion board by Sunday night, 8PM.
HW: one journal due for EACH source. Submit all three journals to turnitin.com AS ONE DOCUMENT. Due by next Friday night, 11:59PM.
MIDTERM:
ALL MAKE-UPS NOT COMPLETED BY THIS THURSDAY, 2:53PM, BECOME ZEROS.
Tues. Jan. 17
3 Article Summary/Citations due to turnitin.com by Friday 11:59PM
Discussion:
How has the advancement of science positively affected society and individuals? Negatively? (Provide specific examples of scientific/technological developments that have had positive effects: top 3 inventions/developments that changed society for the better?; negative effects: top 3 that negatively impacted?)
How do you predict it will affect us in the future, overall: positively or negatively? (Provide specific examples of what you predict will be future scientific/technological advancements and/or developments)
Agree or disagree with the following statements?
• Only simple-minded people can accept doing the mindless or menial tasks in our society. If everyone were intelligent,
there would be intense conflict because everyone would try to gain control.
• Too much leisure time leads to unrest.
• Change is “a menace to stability.”
• Science is dangerous because it causes people to question things and to think.
• Independent thought and individuality prevent people from being satisfied and fitting into
community life.
• Happiness has a price; to be happy, people must give up the pursuit of truth, their individuality,
and their choice.
• The search for truth and beauty prevents people from living a peaceful life.
--Film
Wed.
Film
Thurs.
Paper work time (laptops)
Basics of in-text citation
--When creating an in-text citation (quote, paraphrase, or summary), do the following:
1) If author of the work is provided, then use the author's last name and the page # --> "-------" (Neff 1).
OR, if you provide the author in your lead-in phrase, you only need to include the page # ---> Neff says that "-------" (1).
2) If no author is provided, then use the article title (shortened if necessary) and page # --> "------" ("Politics and Patriots" 1).
For both of these, if the source is an online source, do not include any page number.
Fri.
Film
Mon
MIDTERM ROOMS ARE AS FOLLOWS:
6th period --> C149
7th period --> C150
Exam is at 7:40am.
Tues.
Midterms
Wed.
Finish film
Review midterm
Thurs.
Check out outline sample:
Intro samples:
Intro and attention grabber types:
Your outline due next Wednesday to turnitin.com.
--Make sure to include:
-Intro topic(s), including attention-grabber and thesis.
-Body topic(s), including at least one piece of evidence (quote/paraphrase) that you'll use for each topic
-Body topic(s) addressing and countering the opposing view (if writing a persuasive/argumentative essay)
-Conclusion, including potential closing/closing thought
Fri.
Read "The Web Shatters...Rewires Brains" article and "Singularity" article.
Highlight two excerpts/quotes that you find interesting, shocking, etc. from each article and bring them to class. ("Pointing" as summary after reading, then discuss).
Mon. 1/30
laptops for research paper
Tues. 1/31
laptops for research paper
outline due to turnitin.com by Wednesday @ 11:59PM
Wed.
Brave New World books
HW: Read Brave New World ch. 1 and 2; answer questions
Thurs.
Huxley.net
Brave New World ch. 1 and 2 discussion
--check HW
--"Pointing" as summary, using chosen quotes.
--Review given questions from ch. 1 and 2
--Your questions about the World State?
Fri.
U8 Vocab Quiz
For future chapters:
-A different discussion director(s) will be assigned for each chapter. It is the duty of this person to create a total of six questions about content from the assigned chapter: one for each of Bloom's question types. This discussion director will lead the discussion of the chapter with his/her questions. On your day as discussion director, bring a typed (or legibly written) list of your six questions, along with their listed types.
NOTE: email or physically hand these questions and answers to me at least 24 hours before the day you'll lead discussion (in other words-- the class day prior to your discussion day).
HW: Read Brave New World chapter 3. Choose one quote/excerpt.
Discussion Director(s) for Chapter 4 (Tuesday): Rebecca B. and Alex S.; Carly G. and Grant N.
Discussion Director(s) for Chapter 5 (also Tuesday): Kristin F. and Angela K.; Cassadie B. and Brianna M.
Mon.
Discuss Ch. 3:
-Pointing
-Sample of Bloom's 6 question types for Chapter 3
1) Knowledge (remembering): Who is described as "pneumatic"? (42). What is the denotative definition of "pneumatic"? What does it mean/how is it used in the World State? (Comprehension question). What is Huxley satirizing here? (Application question).
-What does "viviparous" mean?
-Who is Bernard Marx? Identify some of his characteristics.
2) Comprehension (understanding): What was the Nine Years War? (47, 48, 50)
-Define satire.
3) Application (transferring): What aspects of our world are satirized in this chapter? (find text examples). How are these same aspects represented in the World State?
4) Analysis (relating): Identify some of the World State's hypnopaedic sayings (Knowledge question) and explain how each attempts to condition the World State's citizens' behavior.
-State one theme of this chapter and support with at least two text examples.
5) Synthesis (creating): If you were Controller and had unlimited resources, how would you deal with any of the problems currently affecting North America?
6) Evaluation (judging): Is the World State's creation and distribution of Soma, a state-sponsored "perfect drug" with "All the advantages of Christianity and alcohol [with] none of their defects" (54) a good or bad decision for their society? Support your argument with specific reasons.
-Written response (?)
HW: Read ch. 4: choose one quote/excerpt.
Tues.
Discuss Ch. 4
-Pointing
Discussion Director(s) for Chapter 4 (Tuesday): Rebecca B. and Alex S.; Carly G. and Grant N.
Grading of Discussion
-Discussion Directors will receive a grade for the quality of their questions and ability to motivate and propel class discussion.
-When it's not your day as Discussion Director, you will be assessed on your contributions of "comments of value". A "comment of value" is a response that attempts to answer a discussion question, advances a discussion, references the text in support of a response, and/or references something else relevant and in support of a response. To receive credit for the discussions, you must contribute at least one comment of value for every three discussions.
HW: Read Ch. 5
Discussion Director(s) for Chapter 5 (Wednesday): Kristin F. and Angela K.; Cassadie B. and Brianna M.
Wed.
Discuss Ch. 5
-Pointing
-Discussion Director(s) for Chapter 5 (Wednesday): Kristin F. and Angela K.; Cassadie B. and Brianna M.
HW: Read Ch. 6 and 7
Discussion Director(s) for Chapter 6 (Thursday): Brandon M. and Luke V.; Gigi R. and Taryn S.
Discussion Director(s) for Chapter 7 (Thursday): Jaclyn E. and Genna Z.; Lauren H. and Gabriella S.
Thurs.
Discuss Ch. 6 and 7
-Pointing
Discussion Director(s) for Chapter 6 (Thursday): Brandon M. and Luke V.; Gigi R. and Taryn S.
Discussion Director(s) for Chapter 7 (Thursday): Jaclyn E. and Genna Z.; Lauren H. and Gabriella S.
Fri.
Laptop Carts for research paper drafting
Quiz on BNW Ch. 1 through 7 on Monday
HW: research paper
Here's a link to the grammar and writing resources page. Pay particular attention to the second set of links down from the top of the page; these are Purdue OWL's guides to MLA citation and should help as you're drafting this week. Have fun!
Grammar and Writing Resources
Additionally, here are some sample research papers from last year's assignment; keep in mind that these are not "perfect" and you should not rely on these as examples for MLA citation.
Mon. Feb. 13 day 2
Quiz on BNW chapters 1 through 7
-mix of matching, true/false, short written response, and essay
Tues. Feb. 14 day 3
Library Center Computers for research paper
Wed Feb. 15 day 4
Library Center Computers for research paper
Thurs day 5
Unit 9 vocab quiz
Fri
no school
Mon. Feb. 20
no school
Tues. Feb. 21 day 6
Read Brave New World Chapter 8. Write responses to the following and bring to next class:
1. Discuss John’s affection for and defense of Linda, despite the fact of her abuse and neglect of him and her continual drunkenness.
2. How does John blend Linda’s stories and the tribal mythology to create his own religion? Why does he feel he must have his own initiation?
3. Compare Miranda’s speech as quoted below with John’s use of her words. What kind of world does each imagine?
--John’s reference to Miranda and his quotes are from Shakespeare’s The Tempest. Miranda has been stranded on an island for 12 years with only her exiled and bitter father Prospero and his deformed slave Caliban. Duke Prospero uses magic to shipwreck his persecutors on the island and plans to punish them. When Miranda sees these new people she remarks:
Wed. Feb. 22 day 1
Research Paper Draft print copy due in class.
Paper Peer Editing.
Thurs Feb. 23 day 2
-Pointing
-Discuss Ch. 8 of BNW
HW: Read Ch. 9 and 10
Discussion Directors for 9: (period 6) Justin N. and Keri Y.; (period 7) Ryan R. and Liz Y.
Discussion Directors for 10: (period 6) Kendal C. and Olivia H.; (period 7) Bobby G. and Minnah S.
Fri Feb. 24
-Pointing
-Discuss Ch. 9 and 10
HW: Read Ch. 11 and Ch. 12
Discussion Directors for Ch. 11: Molly B. and Jackie H.; Erin V. and Ashley Y.
Discussion Directors for Ch. 12: Tanya M. and Cathleen F.; James A. and Richie L.
--Reminder:
MLA Sample Paper and sample Works Cited
Final Research Paper due to turnitin.com by March 4th at 11:59PM AND Print copy due to me in class that Monday.
Mon. Feb. 27
Discuss Ch. 11 and Ch. 12 (Discussion Directors)
HW: Ch. 13
Tues. Feb. 28
Discuss Ch. 13
--Write:
1. Contrast John's view of the woman he wants Lenina to be and who she actually is; what do you predict will be the outcome of this "relationship"?
2. Read the passage on page 187, that begins "A V.P.S. treatment indeed!" and ends with "Sighing, Lenina went on with her work."
Why is this passage important? So what?
3. Briefly explain the importance of the line at the top of page 192: "...she cried, and so intense was her exasperation that she drove her sharp nails into the skin of his wrist."
--Pointing for Ch. 13
--Discuss your written responses.
HW: Read Ch. 14 and Ch. 15
Ch. 14 Discussion Directors: Emily S. and Nick R.; Kristi S. and Shrina P.
Ch. 15 Discussion Directors: Gillian G. and Andrew B.; Rabia A. and Nicole Z.
Wed. Feb. 29
Discuss Ch. 14 and 15
--* Chapter 14, page 210
HW: Read Ch. 16
Thurs.
Discuss Ch. 16
-Quote
-What do we learn about the World State from Mustapha Mond?
1. Why don't they let the people of the World State read or see Othello? (219). Compare this reasoning with our society; are we different?
2. According to Mustapha, why is "the [world] stable now" and the "people...happy"? (220).
3. Do you agree with Mustapha's claim that "happiness is never grand" (221)? What positives could tragedy and challenges in life possibly provide?
4. John asks Mustapha why they didn't just make everybody an Alpha Double Plus? What's his response?
5. What was the "experiment" that was done in A.F. 473, and what was the result? (223). Explain the satirical effect of this particular story: how could this be considered commentary on our society?
6. “Beauty is truth, truth beauty—that is all ye know on earth, and all ye need to know.”—John Keats “Ode on a Grecian Urn”
“Universal happiness keeps the wheels steadily turning; truth and beauty can’t.”— Mustapha Mond
John Keats’ quote is a romantic view of the world; Mond’s is a realistic one. Which do you fall under? Is there a happy medium?
7. Where does Helmholtz choose to be relocated to? Why?
--Reminder:
MLA Sample Paper and sample Works Cited
Final Research Paper due to turnitin.com by March 4th at 11:59PM AND Print copy due to me in class that Monday.
Fri.
LIBRARY CENTER computers for research paper
Mon.
Research paper due (due to turnitin.com 11:59PM previous night; print copy due to me in class if you want written feedback).
HW: Read BNW Ch. 17 and 18
Tues.
Discuss BNW Ch. 17 and 18 (the end)
Discussion Directors: Ch. 17: 6th period; Rachel Z.; 7th period (Chris D.)
Ch. 18: 6th period (Deanna P. and Kate M.); 7th period (Dan Y. and George E. and Nikki M.)
HW: Create two questions of any two different question types, based on any content from the novel that you deem important.
Here's the link to question types and stems.
Brave New World Revisited link.
Huxley.net
Wed.
BNW review (entire novel): Answer a question/Ask a question
BNW Test: 75 questions and one short essay
-15 character matching (Pope, Helmholtz, Henry Foster, John, Mustapha (Controller), Tomakin, Lenina, Linda, Bernard, Shakespeare, Huxley)
--Who is a frustrated writer of state propaganda?
-20 True/False on historical context of the novel, themes, common phrases, plot events, character relationships
--True or False: The following is an accurate statement of one of the themes of Huxley's novel: "Science has both the power to free and the power to control people; unfortunately, those in positions of power more often use it to control rather than to free those not in power."
-30 multiple choice on the same
--The Utopian State discourages: a. promiscuity; b. consumption; c. love of nature; d. both a and b
-10 quotation matching (match the quote to the character who said it: John, Bernard, Lenina, Mustapha, The DHC, Helmholtz, Linda)
--"What you need...is something with tears for a change. Nothing costs enough here."
-1 short essay/written reflection on the novel
Thurs.
BNW final test
Fri.
no school for students
Mon.
View "Number Twelve Looks Like You" and write/discuss:
--Analyze: What is being satirized here? How does the director do this?
--Compare/contrast with Brave New World
HW: Read "Civilization"
Tues.
-Collect "Number Twelve..." writing
-Finish episode; discuss.
HW: Read "Civilization"
-What choices did you make? How did your civilization end?
-State what you believe to be the author's theme/message; is it optimistic, pessimistic, or realistic?
-What is satirized in this story? Find specific text examples for support (Choose one of these text examples and read it tomorrow when we "point").
Wed.
-Discuss "Civilization"
--Pointing (with satire text examples)
--Review homework questions
--
--Begin reading "The Veldt" (Colbert reads "The Veldt")
Thurs.
Continue Colbert reads "The Veldt"
HW:
Complete a theme journal (left side quoted evidence / right side analysis of evidence in connection with theme) on any three of the following subjects: Abandonment; Alienation; Consumerism; Dystopia; Illusion vs. Reality; Man vs. Machine. You should have three total quote/analysis (one for each of the subjects.) Finally, choose one of your subjects and write a theme statement for it. Include a list of at least three pieces of evidence/examples from the story that support your theme statement.
HW (bonus):
Find a news article dated anywhere from the year 2000 to present day that covers a story that suggests we are living in a "dystopia" (or headed towards one). Bring in a copy of the article, along with a brief write-up summarizing the article's content and analyzing how it's representative of a dystopia.
Fri.
return Brave New World and pick up Kite Runner
Discuss "The Veldt" and theme journals (collect).
-read article: Homeless or Wireless? Empowering or dehumanizing?
Mon.-Thurs.
Ms. Smith begins Kite Runner
Fri.
Unit 10 vocab quiz
Kite Runner continued
Wed.
Kite Runner Quiz
HW: Read Ch. 12
Thurs.
HW: Read Ch. 13
Fri.
Mon. through Wed.
Kite Runner
NOTE: All quizzes, tests, and essays not made up (or scheduled to be made up) by Wednesday, April 4 (end of the marking period) will be zeroes, so check your grades.
Wed. 4/25/12
Thursday
I'm back...
--Discuss
(HW: Brainstorm Lessons before next Thursday)
--Discuss Extra Credit opportunity
(email me with any suggestions and a brief summary/rationale for the suggested work)
Begin reading "Camus's Myth of Sisyphus" and Absurdism.
Finish "Myth of Sisyphus" and questions
Read:
Questions for "Myth of Sisyphus"
(1) What does the word "sisyphean" mean?
(2) What was Sisyphus' punishment?
(3) Why did the gods punish Sisyphus?
(4) Why does Camus call Sisyphus "the absurd hero"?
(5) At what point does Sisyphus most interest Camus? Why?
(6) How is the workman of today like Sisyphus? When (and why) is his fate tragic?
(7) What does Camus say Sisyphus teaches us? Explain.
(8) Camus says that "One must imagine Sisyphus..." what? Why?
Friday 4/27
HW: Finish reading Chapter 1 of Slaughterhouse Five: complete Assignment #2 for Chapter 1.
Assignment #2: Reading Journal Submission
Mon. 4/30
Assignment #1: Subject/Motif Discussion Post
HW: Read Chapter 2 and Complete Assignment #1 for Wednesday.
Tues. 5/1
Discuss Ch. 1
Wed. 5/2
Discuss Ch. 2
-Explain the Tralfamadorian concepts of time and death. How do they compare to the Earthling understanding of these ideas? Do you agree or disagree with this "so it goes" attitude towards death? Why might Billy think that explaining the Tralf understanding of these two things might help his fellow Earthlings? (26-27).
-Discuss your subject/motif evidence findings.
-Discuss:
HW: Read Ch. 3; complete assignments #1 and #2 for Chapter 3 for next Tuesday
Thurs. 5/3
Laptops in B115 for Lessons Learned Project
You may work on either or both of the following items:
- (submit the following assignment to turnitin.com): You must submit a project proposal to me. This is short, but must at least explain what medium you will be using for your project (is it an imovie? a powerpoint? a painting? a song? etc.). Also include any of the lessons that you will be including in your project. (proposal is due to turnitin.com by 11:59PM tonight)
- work on the project: begin setting up slides, begin selecting and arranging pictures, begin drawing, etc.
PROJECT IS DUE BY FRIDAY, MAY 25thFri. 5/4
(substitute) Unit 12 vocab quiz
Mon. May 7
Laptops in B115 for Lessons Learned Project
Tues.
Discuss Ch. 3
HW: Read Ch. 4; complete discussion post and journal.
Wed.
Discuss Ch. 4
HW: Read Ch. 5 for Friday; complete discussion post and journal.
Thurs. May 10
Laptops in B115 for Lessons Learned Project
Fri.
Discuss Ch. 5
Monday
Work on Project or Read chapters 6 and 7
HW: Read chapters 6 and 7. Complete Discussion post (no journal due though).
--Instead of journal, come up with at least one question or comment on something from the text (make sure you know the page number so you can reference it when you ask your question or make your comment in class discussion tomorrow).
Tuesday
Discuss chapters 6 and 7: your questions and comments.
HW: read chapter 8 (discussion post and question/comment)
Wednesday
Discuss chapter 8
HW: read chapters 9 and 10 (discussion post and question/comment)
Thursday
Discuss chapters 9 and 10
"Literature is the question minus the answer."
-Roland Barthes
(just because it's still my favorite quote about literature).
Friday
update: Black Box plays; report directly to Black Box (A107)
HW: Pan Track Zoom due to turnitin.com by Sunday at 11:59PM
Monday
spelling contest (bee there-- yeah, I did that)
Tuesday
Slaughterhouse Five Assessment
Collect books
Wed.
Project work day
Thurs.
Project work day
Fri. May 25
Lessons Projects due by this day
-Project Presentations for extra credit
Monday
no school (Memorial Day)
Tuesday
Discuss Daniel Tammet, "Born on a Blue Day"
-What is Asperger Syndrome?
-What is Savant Syndrome? (or, if you're a lazy reader, here)
This week: what will the "Brave New World" look like? What current developments in technology (most that you are likely unaware of) will change the way we live in the next decade? How do you know what you know? What does the world look like to someone who experiences senses differently than you do: for example, someone who feels sounds, or sees numbers as colors and shapes? If you comprehend the world around you through your senses (you do) and your senses--and brain--can deceive you (they can), then how do you know that you can trust what you think you're experiencing? How do you know that the experiences and people around you are not figments of your own imagination? How do you even know that you exist?
Wed.
Project presentations / film
Thurs.
presentations / film
Another Earth
"Within our lifetimes, we've marveled as biologists have managed to look at ever smaller and smaller things. And astronomers have looked further and further into the dark night sky, back in time and out in space. But maybe the most mysterious of all is neither the small nor the large: it's us, up close. Could we even recognize ourselves, and if we did, would we know ourselves? What would we say to ourselves? What would we learn from ourselves? What would we really like to see if we could stand outside ourselves and look at us?"
"In the grand history of the cosmos, more than thirteen thousand million years old, our Earth is replicated elsewhere. But maybe there is another way of seeing this world. If any small variation arises-they look this way, you look that way-suddenly maybe everything changes and now you begin to wonder, what else is different? Well, one might say that you have an exact mirror image that is suddenly shattered and there's a new reality. And therein lies the opportunity and the mystery. What else? What new? What now?"
Fri. June 1st
last day to notify for exemptions
presentations / film
Monday June 4th
Language exams for seniors
presentations / film
Tuesday June 5th
English and History exams for seniors
Where is the Final Exam?
B119.
What's on the Final Exam?
50 scantron questions in a variety of formats (multiple choice, matching, quote matching) on:
Brave New World
Slaughterhouse-Five
The Kite Runner
literary and rhetorical devices
read a short nonfiction text and answer the questions that follow
Write two well-supported essays (choose from the following four topics):
-the connections of Brave New World and Huxley's thematic message/warning to our current world
-argue for or against SH5's attitude towards coping with war and death
-analyze and connect three quotes from Kite Runner to the novel's themes
-connect examples from a provided nonfiction article on some of the real world inspiration for SH5 to the related characters and events from the novel